Year: 2016
Type: dissertation
Abstract: Researchers continue to examine strategies on delivering effective writing programs for students (Graham, MacArthur, Fitzgerald, 2007). The writer’s workshop has gained significant attention, due to its emphasis on process-oriented and authentic writing (Atwell, 1998). This study involved two elementary teachers initiating writer’s workshop in their classes. While one teacher had never used this approach, the other had only started using it recently. In order to support teachers in their implementation, the researcher facilitated Professional Learning Communities, which provided participants a venue to discuss articles related to writer’s workshop, as well as critically reflect on their teaching. The purpose of this study was to examine how teachers’ thoughts on writing, and views of their roles as writing teachers changed over the research period. Additionally, the researcher aimed to determine the factors which influenced these changes, including the unique school context in which the study took place. The study employed a qualitative case study design, and data was collected over a five month period through observations of teachers, weekly seminars, monthly PLC sessions, as well as from teachers’ conferences with students. The researcher found that over the research period, teachers’ views of writing and roles as writing teachers became more closely aligned with the writer’s workshop approach. Four factors influenced these changing views, including teachers’ willingness to make changes in their teaching, the notion of collaboration, the success of writer’s workshop, and the school context. The study is beneficial to the field of writing because it provides insight into the experiences of new writer’s workshop teachers. Additionally, the study has important implications for leaders who wish to carry out change initiatives in their schools, as it provides them with information on the factors that may support or negate their efforts.
Source: TSpace (University of Toronto)
Author: Mobeen Uddin
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2571134161